Attachment Representation and Emotion Recognition Ability in Children with ADHD and Their Parents: A Study Protocol

Ruediger Kissgen, Sebastian Franke, Moritz Susewind and Maya Krischer
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Ruediger Kissgen: Developmental Science and Special Education, Department of Educational Sciences and Psychology, University of Siegen, 57068 Siegen, Germany
Sebastian Franke: Developmental Science and Special Education, Department of Educational Sciences and Psychology, University of Siegen, 57068 Siegen, Germany
Moritz Susewind: Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Medical Faculty, University of Cologne, 50931 Cologne, Germany
Maya Krischer: Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Medical Faculty, University of Cologne, 50931 Cologne, Germany

IJERPH, 2021, vol. 18, issue 5, 1-11

Abstract: Background : Few studies in clinical attachment research to date have examined children with an attention-deficit/hyperactivity disorder (ADHD) diagnosis. This is surprising for two reasons: first, there are a number of parallels between the behaviors of children with an insecure and disorganized attachment and the behaviors of children with an ADHD diagnosis. Second, secure attachment has a positive effect on the development of skills in areas in which children with ADHD demonstrate problems (e.g., attention span, impulse control). There are currently no findings on whether or not and how insecure and disorganized attachment and ADHD affect children’s emotion recognition ability. Methods : This is a cross-sectional study, part exploratory and part hypothesis-driven in the context of basic research. A clinical sample of 5- to 10-year-old children with an ADHD diagnosis and their parents is to be compared to a non-clinical unaffected control group. Over a period of 3 years, 80 subjects and their parents are to be recruited in each group for participation in the study. Discussion : This study is the first to examine links between attachment, emotion recognition ability, and ADHD. It is also the first to include not just children with ADHD but also their mothers and fathers in its design. The findings should help reduce the research gap and generate more knowledge for family interventions in the case of ADHD.

Keywords: attachment; ADHD; emotion recognition; school age; children; mothers; fathers (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
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